Post by blackcrowheart on Feb 14, 2006 13:54:26 GMT -5
No Rich White Child Left Behind (edu)
Deseret Morning News, Saturday, February 11, 2006
Racial gap big in test data
Utah's overall results obscure poor scores by most minorities
By Jennifer Toomer-Cook and Tiffany Erickson
Deseret Morning News
Utah's solid overall showing on a required national test masks an
achievement gap between whites and ethnic minorities, according to Iowa
Test data the State Office of Education posted online this week.
"At each target grade, Utah students performed above the national
average in all of the test content subjects," says the State Office of
Education's summary on Iowa Test performance. An analysis includes
information on subjects in which students test higher or lower than
others and other tidbits.
But neither mentions an achievement gap between whites and ethnic
minority students, as later pages of data play out.
Composite results of African-American, Hispanic, American Indian and
Pacific Islanders in grades tested were almost all below the national
mean score of 50, with some in the mid-30s range and a few showings just
above the mean.
White students, on the other hand, scored between the 61st and 68th
percentiles — high above the national mean. And Asian students had
composite scores between the 63rd and 68th percentiles.
With ethnicity data categorizing about 81 percent of test-takers as
white, that group's showing helps boost the state's overall composite
scores of 65 in third grade, 63 in fifth grade, 58 in eighth grade and
59 in 11th grade.
State Superintendent of Public Instruction Patti Harrington says the
state's report is appropriate and transparent.
Achievement gaps weren't part of the analysis because they are so
obvious elsewhere in the report, and "there was no need to comment or
give further analysis on it," state assessment director Judy Park said.
"But (the achievement gap) is troubling, and I think we see this clear
pattern on all our assessments," Park said. "I think people are focused
around it . . . I think the state, as with many places in the country,
is trying to determine the best ways to improve instruction or do things
in a way that will better meet the needs of all our students."
Achievement gaps have been spotlighted in recent years under the
national No Child Left Behind program and state test reporting
requirements. The idea is to not let the high performance of one group
mask lower performance of another that needs extra help.
"When you talk about accountability, you have to have the information
available, and it has to be reported as such; otherwise, it's misleading
to say 'our state is doing very well' and let's not talk about those
kids being left behind," said Rep. Duane Bourdeaux, D-Salt Lake, who has
championed state accountability for low-performing student groups. "When
you peel off the layers, the devil's in the details."
The Iowa Tests of Basic Skills are reported for third-, fifth- and
eighth-graders. Iowa Tests of Educational Development are reported for
11th-graders. The tests are required under U-PASS, the state testing and
reporting requirements that aim to hold schools accountable for student
achievement.
The Iowa Tests show how Utah students achieve next to those in a
nationally representative student group in reading, language, math,
social studies and science. Scores are expressed in percentiles — not
percentages — with 50 being the mean score. A score in the 60th
percentile, for example, means students outscored 60 percent of students
in the norm group.
Utah's overall composite scores, along with scores in reading, language,
math, social studies and science subtests, remain stable from last year
and above national averages.
White students scored solidly in the 60 ranges.
Yet composite results for African-American students range from the 39th
to 51st percentiles in tested grades.
American Indian student results range between the 35th and 45th
percentiles.
Hispanics range from the 36th to the 43rd percentiles.
Pacific Islanders scored between the 43rd and 52nd percentiles.
Immigrants categorized as English language learners scored in the 37th
through 43rd percentiles, depending on the grades tested.
Students with disabilities scored in the 25th through 42nd percentiles.
"Is that gap between subgroups closing? No, it's not," Park said.
Michael Clara, advocate for ethnic minority students, called results
discouraging and worth acting on, not hiding from.
"I look at it as part of the camouflaging that occurs . . . but when you
look at the numbers, you don't need somebody to tell you there's a gap,"
he said. "We need to see it because that's how we know where we need to
improve."
Students took the exams last fall. Results are dated December 2005.
They were posted online (www.schools.utah.gov/eval/Info_IOWA.asp) just
this week, and not presented to the State Board of Education.
While the board typically gets a full testing overview in December,
chairman Kim Burningham said the packed agenda allowed for only one test
presentation — American College Test report — because it led to
discussion on another item, the proposed Regents' diploma.
"The reason it (the Iowa results) didn't come out was me," said
Burningham, who was unaware of results until Friday. "There is nothing
meant (by) it."
E-mail: jtcook@desnews.com; terickson@desnews.com
Deseret Morning News, Saturday, February 11, 2006
Racial gap big in test data
Utah's overall results obscure poor scores by most minorities
By Jennifer Toomer-Cook and Tiffany Erickson
Deseret Morning News
Utah's solid overall showing on a required national test masks an
achievement gap between whites and ethnic minorities, according to Iowa
Test data the State Office of Education posted online this week.
"At each target grade, Utah students performed above the national
average in all of the test content subjects," says the State Office of
Education's summary on Iowa Test performance. An analysis includes
information on subjects in which students test higher or lower than
others and other tidbits.
But neither mentions an achievement gap between whites and ethnic
minority students, as later pages of data play out.
Composite results of African-American, Hispanic, American Indian and
Pacific Islanders in grades tested were almost all below the national
mean score of 50, with some in the mid-30s range and a few showings just
above the mean.
White students, on the other hand, scored between the 61st and 68th
percentiles — high above the national mean. And Asian students had
composite scores between the 63rd and 68th percentiles.
With ethnicity data categorizing about 81 percent of test-takers as
white, that group's showing helps boost the state's overall composite
scores of 65 in third grade, 63 in fifth grade, 58 in eighth grade and
59 in 11th grade.
State Superintendent of Public Instruction Patti Harrington says the
state's report is appropriate and transparent.
Achievement gaps weren't part of the analysis because they are so
obvious elsewhere in the report, and "there was no need to comment or
give further analysis on it," state assessment director Judy Park said.
"But (the achievement gap) is troubling, and I think we see this clear
pattern on all our assessments," Park said. "I think people are focused
around it . . . I think the state, as with many places in the country,
is trying to determine the best ways to improve instruction or do things
in a way that will better meet the needs of all our students."
Achievement gaps have been spotlighted in recent years under the
national No Child Left Behind program and state test reporting
requirements. The idea is to not let the high performance of one group
mask lower performance of another that needs extra help.
"When you talk about accountability, you have to have the information
available, and it has to be reported as such; otherwise, it's misleading
to say 'our state is doing very well' and let's not talk about those
kids being left behind," said Rep. Duane Bourdeaux, D-Salt Lake, who has
championed state accountability for low-performing student groups. "When
you peel off the layers, the devil's in the details."
The Iowa Tests of Basic Skills are reported for third-, fifth- and
eighth-graders. Iowa Tests of Educational Development are reported for
11th-graders. The tests are required under U-PASS, the state testing and
reporting requirements that aim to hold schools accountable for student
achievement.
The Iowa Tests show how Utah students achieve next to those in a
nationally representative student group in reading, language, math,
social studies and science. Scores are expressed in percentiles — not
percentages — with 50 being the mean score. A score in the 60th
percentile, for example, means students outscored 60 percent of students
in the norm group.
Utah's overall composite scores, along with scores in reading, language,
math, social studies and science subtests, remain stable from last year
and above national averages.
White students scored solidly in the 60 ranges.
Yet composite results for African-American students range from the 39th
to 51st percentiles in tested grades.
American Indian student results range between the 35th and 45th
percentiles.
Hispanics range from the 36th to the 43rd percentiles.
Pacific Islanders scored between the 43rd and 52nd percentiles.
Immigrants categorized as English language learners scored in the 37th
through 43rd percentiles, depending on the grades tested.
Students with disabilities scored in the 25th through 42nd percentiles.
"Is that gap between subgroups closing? No, it's not," Park said.
Michael Clara, advocate for ethnic minority students, called results
discouraging and worth acting on, not hiding from.
"I look at it as part of the camouflaging that occurs . . . but when you
look at the numbers, you don't need somebody to tell you there's a gap,"
he said. "We need to see it because that's how we know where we need to
improve."
Students took the exams last fall. Results are dated December 2005.
They were posted online (www.schools.utah.gov/eval/Info_IOWA.asp) just
this week, and not presented to the State Board of Education.
While the board typically gets a full testing overview in December,
chairman Kim Burningham said the packed agenda allowed for only one test
presentation — American College Test report — because it led to
discussion on another item, the proposed Regents' diploma.
"The reason it (the Iowa results) didn't come out was me," said
Burningham, who was unaware of results until Friday. "There is nothing
meant (by) it."
E-mail: jtcook@desnews.com; terickson@desnews.com